10 Questions on The Art of Problem Posing

After reading pages 1-32 of "The Art of Problem Posing", I had a few questions that I'd like to post:

1. When should we incorporate these problems in class? Would it be good for a hook/part of the strategy/or is it best to have it in the conclusion?

2. How much time should we spend discussing these questions in class? Will these questions even be beneficial for the students? (Has there been studies done?)

3. What age group should we be posing these students to? At certain ages, would they not just rather have answers than be left with the frustration of not having their questions answered?

4. Should it be up to the teachers to form the problems or should students be problem posing? In either case, how do we get into that "frame of mind"?

5. How would problem posing relate to grades in school? Will they get marked for having "good" questions or making contributions in class? (Otherwise, they might not deem problem posing as something relevant)

6. How do we make sure that the problems as not too broad or too narrow and that we are able to keep on track with the lesson plan?

7. Has this method actually been used in class?

8. Should we have problem posing projects?

9. Is problem posing relevant and important in the eyes of the B.C. Education Ministry?

10. Though there are no such thing as "stupid" questions, are there such things as bad problem posing questions?